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Abstract

Mathematics learning is often perceived as disconnected from students’ real lives, which can reduce their interest and understanding. To address this problem, an ethnomathematics-based contextual approach is needed to connect mathematical concepts with local culture and students’ everyday experiences. This study aimed to analyze the effects of teaching dilation through an ethnomathematics approach on the understanding and learning motivation of eighth-grade students. An experimental method with a pretest–posttest design was used, involving 30 students. Data were collected through achievement tests and a learning motivation questionnaire and were analyzed using descriptive and inferential statistics. The results show that ethnomathematics-based dilation instruction improved students’ understanding, with classical mastery reaching 73.3%. Questionnaire results also indicated increased motivation, as students perceived the learning experience as more meaningful and relevant to their lives. These findings suggest that an ethnomathematics-based contextual approach is effective in improving the quality of mathematics learning.

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